Abstract
Research seeking to improve retention at Universities has traditionally had a focus on student engagement. Temporal orientation has been theorised as having a significant influence on student engagement. Zimbardo's Time Perspective Inventory, the State Hope Scale, and the Study Process Questionnaire were completed by 167 Psychology students attending a rural university. Future Time Perspective and Past Positive were positively correlated with the Hope Pathway subscale. Present Hedonistic Time Perspective was positively correlated with the Agency subscale of Hope. There was a significant difference between deep and surface learners with regards to Future Time Perspective. No significant differences between school leavers and mature-aged students were found for the variables of Time Perspective and Hope. School leavers utilized surface learning strategies, while mature-aged students tended to use deep learning strategies. Current research suggests time perspectives may be helpful in enhancing and supporting academic engagement and persistence in higher education.
Highlights
Retention and participation of students has been a research focus within the field of higher education for four decades
No significant differences between school leavers and mature-aged students were found for the variables of Time Perspective and Hope
This study focuses on the factors of hope, time orientation and their influence on academic engagement within a rural Australian University
Summary
Retention and participation of students has been a research focus within the field of higher education for four decades now. Research has focused primarily on the first-year experience of students as this is seen as a time that influences academic behaviours [2,5]. A number of studies have investigated student retention and engagement in higher education, from which engagement has emerged as a key issue for continued participation in higher education [2,5,7,8]. Different researchers have investigated other variables and their influence upon motivation and academic success such as learning strategies [12,13,14], hope [15,16,17], and temporal orientation [18,19,20,21,22,23]. This study focuses on the factors of hope, time orientation and their influence on academic engagement within a rural Australian University. Raynor JO, Future orientation and motivation of immediate activity: An
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